Allameh Tabataba’i University Psychology of Exceptional Individuals 2252-0031 10 37 2020 03 20 Comparison the effect of Dovson-Guare program and Metacognitive processes education onexecutive functioning (attention, working memory, and behavioral inhibition) of students with dyslexia Comparison the effect of Dovson-Guare program and Metacognitive processes education onexecutive functioning (attention, working memory, and behavioral inhibition) of students with dyslexia 1 19 11536 10.22054/jpe.2020.47995.2072 FA Nasim Sivoshifar PhD student in Psychology and Exceptional Children Education, Islamic Azad University, Central Tehran Branch, Tehran, Iran. Parisa Tajalli Head of Department of psychology and Education of Exceptional Children 0000-0002-6637-7981 Mohammadmahdi Sharyat Bagheri Assistant Professor, Faculty of Psychology and Educational Sciences, Islamic Azad University, Central Tehran Branch, Tehran, Iran. Journal Article 2019 12 02 This study aims to compare the effect of Dovson-Guare program and Metacognitive processes education on executive functioning (attention, working memory, and behavioral inhibition) of students with dyslexia. Pre-test, Post-test, and control group were used for research method. A total of 45 primary students with reading learning disorder participated in this program at first half of school year (2018-2019), which they were from Ardabil city. They were divided into two experimental (each of them have 15 participants) and one control (15 participants) groups. One of the experimental group received Dovson-Guare program at 1 hour education about 8 sessions and the other one received Metacognitive processes education at 60-70 seconds about 10 sessions. Behavior Rating Inventory of Executive Functioning questionnaire (BRIEF) was used for data collection. (Multivariate analysis of Covariance) (MANCOVA) and Benofreni test with SPSS20 were used for data analysis. The findings showed that both programs have significant differences on improvements of attention, working memory, and behavioral inhibition of students with reading learning disorder (p˃0.01). Moreover the results of Benofreni test showed that there is no significant effect between groups on each of the variables (attention, working memory, and behavioral inhibition) (p˃ 0.05). Therefore the results provided important allusions about educational and consulting services as some cures for students with dyslexia. This study aims to compare the effect of Dovson-Guare program and Metacognitive processes education on executive functioning (attention, working memory, and behavioral inhibition) of students with dyslexia. Pre-test, Post-test, and control group were used for research method. A total of 45 primary students with reading learning disorder participated in this program at first half of school year (2018-2019), which they were from Ardabil city. They were divided into two experimental (each of them have 15 participants) and one control (15 participants) groups. One of the experimental group received Dovson-Guare program at 1 hour education about 8 sessions and the other one received Metacognitive processes education at 60-70 seconds about 10 sessions. Behavior Rating Inventory of Executive Functioning questionnaire (BRIEF) was used for data collection. (Multivariate analysis of Covariance) (MANCOVA) and Benofreni test with SPSS20 were used for data analysis. The findings showed that both programs have significant differences on improvements of attention, working memory, and behavioral inhibition of students with reading learning disorder (p˃0.01). Moreover the results of Benofreni test showed that there is no significant effect between groups on each of the variables (attention, working memory, and behavioral inhibition) (p˃ 0.05). Therefore the results provided important allusions about educational and consulting services as some cures for students with dyslexia.

https://jpe.atu.ac.ir/article_11536_8ee7730e97c67473a424ccfeff49ab20.pdf

Allameh Tabataba’i University Psychology of Exceptional Individuals 2252-0031 10 37 2020 03 20 Effectiveness of Mindfulness-Based Stress Reduction Training Program on Psychological and Physical Well-Being of Mothers of Children with Down Syndrome Effectiveness of Mindfulness-Based Stress Reduction Training Program on Psychological and Physical Well-Being of Mothers of Children with Down Syndrome 21 38 11537 10.22054/jpe.2020.45582.2040 FA Saide Barzegar Department of Clinical Psychology Faculty of Education and Psychology Ferdowsi University Of Mashhad (FUM) ,Mashhad,Iran Shahrbanoo Aali shahrbanoo aali Assistant Professor Department of Clinical Psychology Faculty of Education and Psychology Ferdowsi University Of Mashhad (FUM), Mashhad,Iran Hamidreza Aghamohammadian Sherbaf Department of Clinical Psychology Faculty of Education and Psychology Ferdowsi University Of Mashhad (FUM),Mashhad,Iran. Journal Article 2019 08 20 Abstract Mothers of children with Down syndrome have difficult parenting experiences and are exposed to high levels of stress and psychological and physical consequences. These mothers' special education programs can help them to cope better with difficulties. Therefore, the present study was conducted to investigate the effectiveness of mindfulness-based stress reduction program on the psychological and physical well-being of mothers of children with Down syndrome. This study was conducted with a quantitative approach and a pretest-posttest design with a control group. The statistical population consisted of all mothers of students with Down Syndrome in Mashhad exceptional schools in the academic year of 2018-2019 who were selected by single stage cluster sampling. Thirty mothers of these children who scored higher than 22 on the General Health Questionnaire were selected and randomly assigned into two groups of mindfulness training and control group. Mothers in the experimental group received 8 two-hour sessions of mindfulness training program and the control group did not receive any training. The research instruments were life satisfaction scales, positive and negative affect, depression-happiness and physical symptoms. The results of covariance analysis showed that mindfulness-based stress reduction therapy significantly increased physical and psychological well-being of mothers of children with Down syndrome (p < 0/05). Therefore, this program is a good intervention program for mothers of Down syndrome children and can be used in medical centers and special schools for these children Abstract Mothers of children with Down syndrome have difficult parenting experiences and are exposed to high levels of stress and psychological and physical consequences. These mothers' special education programs can help them to cope better with difficulties. Therefore, the present study was conducted to investigate the effectiveness of mindfulness-based stress reduction program on the psychological and physical well-being of mothers of children with Down syndrome. This study was conducted with a quantitative approach and a pretest-posttest design with a control group. The statistical population consisted of all mothers of students with Down Syndrome in Mashhad exceptional schools in the academic year of 2018-2019 who were selected by single stage cluster sampling. Thirty mothers of these children who scored higher than 22 on the General Health Questionnaire were selected and randomly assigned into two groups of mindfulness training and control group. Mothers in the experimental group received 8 two-hour sessions of mindfulness training program and the control group did not receive any training. The research instruments were life satisfaction scales, positive and negative affect, depression-happiness and physical symptoms. The results of covariance analysis showed that mindfulness-based stress reduction therapy significantly increased physical and psychological well-being of mothers of children with Down syndrome (p < 0/05). Therefore, this program is a good intervention program for mothers of Down syndrome children and can be used in medical centers and special schools for these children

https://jpe.atu.ac.ir/article_11537_3ea816621e0d8ecd5e534ec28051d4d5.pdf

Allameh Tabataba’i University Psychology of Exceptional Individuals 2252-0031 10 37 2020 03 20 The Effectiveness of Self-Compassion Based Therapy on the Idealism and Attachment Styles in Secondary High School Female Students with Generalized Anxiety Disorder The Effectiveness of Self-Compassion Based Therapy on the Idealism and Attachment Styles in Secondary High School Female Students with Generalized Anxiety Disorder 39 58 11538 10.22054/jpe.2020.47902.2068 FA MOHAMMAD ORAKI phd 0000-0002-2869-9146 Mozhgan Bitaneh phd student Journal Article 2019 11 28 Generalized anxiety disorder can be followed by numerous psychological and emotional damages for the students that appropriate psychological therapies should be applied to treat this disorder. therefore the present study was conducted aiming to investigate the effectiveness of self-compassion-based therapy on the idealism and attachment styles in secondary high school female students with generalized anxiety disorder? it was a quasi-experimental study with pretest, posttest with control group. The statistical population of the current study was secondary high school female students with generalized anxiety disorder in zone 14 Tehran in academic year 2018-19. 30 high school female students with generalized anxiety disorder were selected through purposive sampling method and they were randomly accommodated into experimental and control groups (each group of 15). The experimental group received self-compassion-based therapy intervention (Gilbert, 2009) during two-and-a-half months in ten seventy-five-minute sessions. The applied questionnaires in this study included generalized anxiety disorder questionnaire (Spitzer, et.al, 2006) and idealism (Hill et.al, 2004) and attachment styles questionnaire (Collins and Reed, 1990). The data from the study were analyzed through MANCOVA method. the results showed that self-compassion-based therapy has had significant effect on the idealism and anxiety, safe and avoidant attachment styles in secondary high school female students with generalized anxiety disorder (p < 0.001) Generalized anxiety disorder can be followed by numerous psychological and emotional damages for the students that appropriate psychological therapies should be applied to treat this disorder. therefore the present study was conducted aiming to investigate the effectiveness of self-compassion-based therapy on the idealism and attachment styles in secondary high school female students with generalized anxiety disorder? it was a quasi-experimental study with pretest, posttest with control group. The statistical population of the current study was secondary high school female students with generalized anxiety disorder in zone 14 Tehran in academic year 2018-19. 30 high school female students with generalized anxiety disorder were selected through purposive sampling method and they were randomly accommodated into experimental and control groups (each group of 15). The experimental group received self-compassion-based therapy intervention (Gilbert, 2009) during two-and-a-half months in ten seventy-five-minute sessions. The applied questionnaires in this study included generalized anxiety disorder questionnaire (Spitzer, et.al, 2006) and idealism (Hill et.al, 2004) and attachment styles questionnaire (Collins and Reed, 1990). The data from the study were analyzed through MANCOVA method. the results showed that self-compassion-based therapy has had significant effect on the idealism and anxiety, safe and avoidant attachment styles in secondary high school female students with generalized anxiety disorder (p < 0.001)

https://jpe.atu.ac.ir/article_11538_cf55a3f1c3e9436d5febcd736ed7fc43.pdf

Allameh Tabataba’i University Psychology of Exceptional Individuals 2252-0031 10 37 2020 03 20 The Effect of Selected Exercise Programs on the Simple and Selective Reaction Time among Students with Development Coordination Disorder The Effect of Selected Exercise Programs on the Simple and Selective Reaction Time among Students with Development Coordination Disorder 59 74 11539 10.22054/jpe.2020.37558.1899 FA Mahsa Taghi Garehbagh Urmia University of Urmia, Department of Behavioral Sciences, School of Sport Sciences Hassan Mohamadzadeh Professor of Motor Behavior Department Journal Article 2018 11 17 The purpose of this study was to investigate the effect of selected programs (including agility, speed, visual and auditory stimulation, mirror training, etc.) on the simple and choice response reaction time of children with developmental coordination disorder. Materials and Methods: In this research, a semi-experimental design with pre-test and post-test design was used for two groups of experimental and control children (DCD). A sample of 30 children (DCD) was selected using random sampling method. A pre-test was performed for both groups, and the speed of visual response, visual choice and auditory simplicity of the groups was measured by a four-way reaction speed measuring instrument. The experimental group was then tested for 12 session by selected exercises. The posttest was performed for both groups of children. The statistical methods included Kolmogorov-Smirnov test, and Covariance test. The results showed that the exercises for 8 weeks significantly improved the visual response rate (P = 0/001, t = -4/30), visual selectivity (p = 0/006, t =- 3/34), simple listening (P =0/.001, t =-5 /19) in the training group compared to the pretest. The results show that there is a significant correlation between the speeds of the children's response to the children (DCD), which is practiced. The purpose of this study was to investigate the effect of selected programs (including agility, speed, visual and auditory stimulation, mirror training, etc.) on the simple and choice response reaction time of children with developmental coordination disorder. Materials and Methods: In this research, a semi-experimental design with pre-test and post-test design was used for two groups of experimental and control children (DCD). A sample of 30 children (DCD) was selected using random sampling method. A pre-test was performed for both groups, and the speed of visual response, visual choice and auditory simplicity of the groups was measured by a four-way reaction speed measuring instrument. The experimental group was then tested for 12 session by selected exercises. The posttest was performed for both groups of children. The statistical methods included Kolmogorov-Smirnov test, and Covariance test. The results showed that the exercises for 8 weeks significantly improved the visual response rate (P = 0/001, t = -4/30), visual selectivity (p = 0/006, t =- 3/34), simple listening (P =0/.001, t =-5 /19) in the training group compared to the pretest. The results show that there is a significant correlation between the speeds of the children's response to the children (DCD), which is practiced.

https://jpe.atu.ac.ir/article_11539_411529f9fb48ac607d085905b0b3a9f1.pdf

Allameh Tabataba’i University Psychology of Exceptional Individuals 2252-0031 10 37 2020 03 20 Effectiveness of acceptance and commitment therapy on the empowerment of families with Multiple Sclerosis member Effectiveness of acceptance and commitment therapy on the empowerment of families with Multiple Sclerosis member 75 90 11540 10.22054/jpe.2020.46546.2053 FA Zahra Zahedi Hormozgān Arman Azizi Ph.D of counselling, university of Isfahan, Isfahan,Iran Peyman Khorshidi MA in family counseling, Faculty of Social Sciences, Kurdistan University, Kurdistan, Iran. Seide Samire Hoseini MA in Clinical Psychology, Zanjan Azad University, Science and Research Branch Journal Article 2019 09 30 Abstract: Aim: This study examined the effectiveness of therapy based on commitment and acceptance on the empowerment of families with member suffering from Multiple Sclerosis. Methods: In this quasi-experimental study, one experimental and one control groups were used. Sample selected by convenience sampling method included 40 parents that referred to counseling centers and specialty hospitals in Tehran. Experimental group received treatment based on acceptance and commitment therapy and the control group didn’t received any treatment. Family Empowerment Scale (FES) was used to assess the ability of families. Results: Results showed that treatment based on acceptance and commitment (ACT) has been significantly effective (sig <0/05) to empowering families with member suffering from Multiple Sclerosis. Conclusion: this conclusion can be obtained that with using a treatment based on acceptance and commitment we can improve the empowerment of families with children suffering from specific diseases. Keywords: Acceptance and commitment therapy, empowerment, Multiple Sclerosis Abstract: Aim: This study examined the effectiveness of therapy based on commitment and acceptance on the empowerment of families with member suffering from Multiple Sclerosis. Methods: In this quasi-experimental study, one experimental and one control groups were used. Sample selected by convenience sampling method included 40 parents that referred to counseling centers and specialty hospitals in Tehran. Experimental group received treatment based on acceptance and commitment therapy and the control group didn’t received any treatment. Family Empowerment Scale (FES) was used to assess the ability of families. Results: Results showed that treatment based on acceptance and commitment (ACT) has been significantly effective (sig <0/05) to empowering families with member suffering from Multiple Sclerosis. Conclusion: this conclusion can be obtained that with using a treatment based on acceptance and commitment we can improve the empowerment of families with children suffering from specific diseases. Keywords: Acceptance and commitment therapy, empowerment, Multiple Sclerosis

https://jpe.atu.ac.ir/article_11540_eed43ed95207149ced1c0f1f8a2c0f67.pdf

Allameh Tabataba’i University Psychology of Exceptional Individuals 2252-0031 10 37 2020 03 20 Prediction of social anxiety based on social support and social self-efficacy in adolescents with physical-motor disabilities Prediction of social anxiety based on social support and social self-efficacy in adolescents with physical-motor disabilities 91 112 11541 10.22054/jpe.2020.42291.1992 FA Negar Falamarzi Faculty of Education and Psychology, Shiraz University, MSc Diba Seif Associate Professor, Department of Psychology and Exceptional Child Education, Shiraz University, Shiraz, Iran. Journal Article 2019 04 21 he purpose of this study was to predict social anxiety based on social support and social self-efficacy in physically-motorized disabled teens in Shiraz. Results showed that among the components of self-efficacy, self-efficacy for cognitive control (r = 0.41) and self-efficacy for control Emotional (r = -0.26) with a significant negative relationship with fear of negative evaluation. In addition, there was a significant relationship between social support components, emotional support / information (r = -0.24), and the support of kindness (r = -0.24) with general avoidance and distress. Among the components of social self-efficacy, self-efficacy for cognitive control (r = 0.32) and self-efficacy for emotional control (r = -0.36) is significantly correlated with avoidance and general grief. Also, there are no significant relationships between social support components with avoidance and distress in new situations. Also, among the components of self-efficacy, self-efficacy for cognitive control (r = 0.26) is significantly related to avoidance and grief in new situations. Regression results showed that among the components of social self-efficacy, only self-efficacy for cognitive control was significantly lowered by fear of negative evaluation (p <-0.401) and avoidance and general grief (p = 0.27) and anxiety and Predicts grief in new situations (p <0.01). Regarding the negative relationship between social support components and social anxiety, it is suggested that therapists and mental health professionals should pay more attention to the role of this variable in treatment interventions. he purpose of this study was to predict social anxiety based on social support and social self-efficacy in physically-motorized disabled teens in Shiraz. Results showed that among the components of self-efficacy, self-efficacy for cognitive control (r = 0.41) and self-efficacy for control Emotional (r = -0.26) with a significant negative relationship with fear of negative evaluation. In addition, there was a significant relationship between social support components, emotional support / information (r = -0.24), and the support of kindness (r = -0.24) with general avoidance and distress. Among the components of social self-efficacy, self-efficacy for cognitive control (r = 0.32) and self-efficacy for emotional control (r = -0.36) is significantly correlated with avoidance and general grief. Also, there are no significant relationships between social support components with avoidance and distress in new situations. Also, among the components of self-efficacy, self-efficacy for cognitive control (r = 0.26) is significantly related to avoidance and grief in new situations. Regression results showed that among the components of social self-efficacy, only self-efficacy for cognitive control was significantly lowered by fear of negative evaluation (p <-0.401) and avoidance and general grief (p = 0.27) and anxiety and Predicts grief in new situations (p <0.01). Regarding the negative relationship between social support components and social anxiety, it is suggested that therapists and mental health professionals should pay more attention to the role of this variable in treatment interventions.

https://jpe.atu.ac.ir/article_11541_28bbd522fee8ef2020ff5828be644942.pdf

Allameh Tabataba’i University Psychology of Exceptional Individuals 2252-0031 10 37 2020 03 20 The Role of Flexibility in Prediction of The Symptoms of Behavioral Disorders in Educable Mentally Retarded Children in Primary School Mediated with Parenting Styles The Role of Flexibility in Prediction of The Symptoms of Behavioral Disorders in Educable Mentally Retarded Children in Primary School Mediated with Parenting Styles 113 133 11542 10.22054/jpe.2020.48433.2085 FA Aliakbar Taheri Azarbaijan Shahid Madani University, Tabriz, Iran. Mehran Soleymani Assistant Professor of Azarbaijan Shahid Madani University, Tabriz, Iran. 0000-0001-8827-3115 Journal Article 2019 12 22 The aim of the present study was to investigate the role of flexibility in prediction of symptoms of behavioral disorders in educable mentally retarded children in primary school mediated with parenting styles. This study is descriptive correlational research. In this research, 158 mentally retarded students in primary school were selected from two Special Schools in Tabriz using purposeful sampling method. Then, Child Behavior Checklist (Achenbach) and Parenting Styles(Baumrind,) were completed by parents, and the Wisconsin Card Sorting Test (Berg and Grant ) was done by the subjects using a computer. After discarding 8 illegible questionnaires, the collected data of 150 subjects has been analyzed through Structural Equation Modeling with Partial Least Squares approach. Results of the study showed that there is a negative and significant relationship between flexibility with symptoms of behavioral disorders (P=0.001) and also between the authoritative parenting style and the symptoms of behavioral disorders (P=0.006). Moreover, most parents had an authoritative parenting style (79%). In addition, the results of Structural Equation Modeling with Partial Least Squares (PLS) approach revealed that flexibility and authoritative parenting style were able to predict the symptoms of behavioral disorders (P=0/001). The results of this study indicate the role of flexibility and authoritative parenting style in the symptoms of behavioral disorders of educable mentally retarded children . Therefore, it is suggested that new therapeutic interventions be designed to rehabilitate flexibility of educable mentally retarded children, and also educational sessions be held for training the parents of educable mentally retarded children about parenting styles The aim of the present study was to investigate the role of flexibility in prediction of symptoms of behavioral disorders in educable mentally retarded children in primary school mediated with parenting styles. This study is descriptive correlational research. In this research, 158 mentally retarded students in primary school were selected from two Special Schools in Tabriz using purposeful sampling method. Then, Child Behavior Checklist (Achenbach) and Parenting Styles(Baumrind,) were completed by parents, and the Wisconsin Card Sorting Test (Berg and Grant ) was done by the subjects using a computer. After discarding 8 illegible questionnaires, the collected data of 150 subjects has been analyzed through Structural Equation Modeling with Partial Least Squares approach. Results of the study showed that there is a negative and significant relationship between flexibility with symptoms of behavioral disorders (P=0.001) and also between the authoritative parenting style and the symptoms of behavioral disorders (P=0.006). Moreover, most parents had an authoritative parenting style (79%). In addition, the results of Structural Equation Modeling with Partial Least Squares (PLS) approach revealed that flexibility and authoritative parenting style were able to predict the symptoms of behavioral disorders (P=0/001). The results of this study indicate the role of flexibility and authoritative parenting style in the symptoms of behavioral disorders of educable mentally retarded children . Therefore, it is suggested that new therapeutic interventions be designed to rehabilitate flexibility of educable mentally retarded children, and also educational sessions be held for training the parents of educable mentally retarded children about parenting styles

https://jpe.atu.ac.ir/article_11542_ba4849411c8bbdd386150e5e32204198.pdf

Allameh Tabataba’i University Psychology of Exceptional Individuals 2252-0031 10 37 2020 03 20 Investigation Role of Educational Optimism, Metacognitive Beliefs and Cognitive Emotion Regulation in Prediction of Self-Handicapping in Students with Special Learning Disabilities Investigation Role of Educational Optimism, Metacognitive Beliefs and Cognitive Emotion Regulation in Prediction of Self-Handicapping in Students with Special Learning Disabilities 135 159 11543 10.22054/jpe.2020.50285.2112 FA Yousef Dehghani department of psychology, Persian gulf university 0000-0003-2717-9322 Sadegh Hekmatiyan Fard MA in General Psychology, Persian Gulf University, Bushehr, Iran 0000-0001-9775-8966 Journal Article 2020 02 24 The purpose of this study was to predict of self-handicapping based on educational optimism, metacognitive beliefs and cognitive emotion regulation in students with learning disabilities. The research method was descriptive correlational. The statistical population consisted of 540 third- to fifth-grade male primary students with all kinds of learning disabilities who had been referred by the schools to the Center for Learning Disabilities of Bushehr province’s Department of Education in 2018-2019 school year. Of these, using simple sampling and considering the requirements of the research project, 225 students were selected. The research instrument consisted of cognitive-emotional adjustment of Garnowsky et al questionnaire (2001), meta-cognitive beliefs of Wales and Carthage questionnaire (2004), academic happiness of Shirer and Carver questionnaire (1985) and Midgley self-advancement Scale (2000). The data from the implementation of the questionnaires were analyzed using Pearson correlation coefficient and regression methods. Findings showed that Educational optimism, metacognitive beliefs and cognitive emotional regulation can predict self-handicapping of students with learning disabilities negatively (p < 0.001, R2=0/156). These results indicate that there is existence of low educational optimism, metacognitive beliefs and cognitive emotion regulation in students with learning disabilities with procrastination in academic tasks and lack of positive motivation have effective role in self-handicapping, academic failure and consequently the continuation of this disorder in these students. Therefore, it is possible to improve the educational performance and mental health of these students through training and applying appropriate educational methods. It also provides the way for all-round advancement for students with low self-handicapping. The purpose of this study was to predict of self-handicapping based on educational optimism, metacognitive beliefs and cognitive emotion regulation in students with learning disabilities. The research method was descriptive correlational. The statistical population consisted of 540 third- to fifth-grade male primary students with all kinds of learning disabilities who had been referred by the schools to the Center for Learning Disabilities of Bushehr province’s Department of Education in 2018-2019 school year. Of these, using simple sampling and considering the requirements of the research project, 225 students were selected. The research instrument consisted of cognitive-emotional adjustment of Garnowsky et al questionnaire (2001), meta-cognitive beliefs of Wales and Carthage questionnaire (2004), academic happiness of Shirer and Carver questionnaire (1985) and Midgley self-advancement Scale (2000). The data from the implementation of the questionnaires were analyzed using Pearson correlation coefficient and regression methods. Findings showed that Educational optimism, metacognitive beliefs and cognitive emotional regulation can predict self-handicapping of students with learning disabilities negatively (p < 0.001, R2=0/156). These results indicate that there is existence of low educational optimism, metacognitive beliefs and cognitive emotion regulation in students with learning disabilities with procrastination in academic tasks and lack of positive motivation have effective role in self-handicapping, academic failure and consequently the continuation of this disorder in these students. Therefore, it is possible to improve the educational performance and mental health of these students through training and applying appropriate educational methods. It also provides the way for all-round advancement for students with low self-handicapping.

https://jpe.atu.ac.ir/article_11543_119cfdda78d6eb10cb33fa329c735eb4.pdf

Allameh Tabataba’i University Psychology of Exceptional Individuals 2252-0031 10 37 2020 03 20 The efficacy of Spiritual skills training in promoting quality of life and life hope of mothers Having Child with intellectual disability The efficacy of Spiritual skills training in promoting quality of life and life hope of mothers Having Child with intellectual disability 161 180 11544 10.22054/jpe.2020.43806.2009 FA Maryam Safara alzahra univercity Mina Khanbabaee Department of Psychology, Science and Research University, Ghazvin, Iran Minoo Khanbabaee M.A. in Psychology, Department of Psychology, Science and Research University, Ghazvin, Iran Journal Article 2019 06 14 According to the situation of children with intellectual disability and the adverse effects of this crisis on mothers, by creating physical, psychological and social stresses that lead to isolation, a sharp decline in quality of life and life hope. Then it is necessary to be attentioned to the importance of spiritual skills. This is a pretest- posttest control group semi-experimental research. 20 having Child with intellectual disability at the Shahid Sarikhani Exceptional School in Tehran in 2017-2018 academic year, were assigned to two groups of 10 subjects. Data of mothers' quality of life and life hope was gathered by quality of life questionnaire (26-136 score ) and Snyder’s hope scale(12-48 score). The Spiritual skills training were performed for the experimental group in 8 sessions for 90 minutes, while control group did not receive any training. Subjects were compared and evaluated after the sessions.The results showed that the mean life hop score of mothers in the intervention group increased significantly from 20.11±3.21 before the intervention to 26.00±3.24 after the intervention and the mean quality of life score increased significantly form 67.00±11.83 to 72.22±10.10 (p < 0.01). Based on the results of this research, Spiritual skill training has positive effect on promoting quality of life and life hope of mothers having Child with intellectual disability. According to the situation of children with intellectual disability and the adverse effects of this crisis on mothers, by creating physical, psychological and social stresses that lead to isolation, a sharp decline in quality of life and life hope. Then it is necessary to be attentioned to the importance of spiritual skills. This is a pretest- posttest control group semi-experimental research. 20 having Child with intellectual disability at the Shahid Sarikhani Exceptional School in Tehran in 2017-2018 academic year, were assigned to two groups of 10 subjects. Data of mothers' quality of life and life hope was gathered by quality of life questionnaire (26-136 score ) and Snyder’s hope scale(12-48 score). The Spiritual skills training were performed for the experimental group in 8 sessions for 90 minutes, while control group did not receive any training. Subjects were compared and evaluated after the sessions.The results showed that the mean life hop score of mothers in the intervention group increased significantly from 20.11±3.21 before the intervention to 26.00±3.24 after the intervention and the mean quality of life score increased significantly form 67.00±11.83 to 72.22±10.10 (p < 0.01). Based on the results of this research, Spiritual skill training has positive effect on promoting quality of life and life hope of mothers having Child with intellectual disability.

https://jpe.atu.ac.ir/article_11544_049a632efba268d49b6a861759a4268a.pdf